Unit4Grammar教學(xué)設(shè)計(jì)-牛津譯林版英語(yǔ)八年級(jí)上冊(cè)

Teachingplanfor《What’sthebestmovietheater？》（sectionAgrammarfocus）Subject：EnglishDuration:40minutesTeacher:School:ⅠAnalysisoftheteachingmaterial1:positionandcontentThislessonisthethirdperiodofunit4,whichisabouttheusageofsuperlatives.Thetransformationsoftheadj./adv.arethebasisofthewholeunit.Beforeunit4,studentsalreadyhaveacertainfoundationaboutpositivesandparatives.Itcanbeagoodintroduceforstudentstoknowandlearnthesuperlatives..2:whattoteachTherulesofsuperlativesThewaytotalkabouttheplacesintheneighborhoodwiththesuperlatives3:teachingkeypoints1)Wordsandphrases:worse,service,pretty,menu,act2)Usingsuperlativestodescribethepeopleorobjects4:teachingdifficultpoints1)RememberandmastersomeirregularsuperlativesⅡAnalysisofteachingaims1:knowledgeobjectsBeabletousethenewwordsindailylife.2:abilityobjectsBeabletousewhattheylearnedtodescribepeopleandobjectswhentheymakeparisonsamongthreeormore.3:moralobjectsBeabletocareaboutthepeopleandobjectsaroundthem.Beabletobepassionateabouttheirlife.ⅢAnalysisofteachingandlearning1:howtoteach1)Taskbasedlanguageteaching2)Situationapproach3)municativeapproach2:howtolearn1)begoodatgraspingthechancetotakeapartintheactivities2)begoodatworkingwithclassmatesⅣAnalysisofteachingprocessTeacheractivitiesStudentactivitiesDesignintention1:BeforeclassAskstudentstocollectsomebasicinformationabouttherestaurantaroundtheirhomes,suchasthepriceoffood,thedistancefromtheirhomes,qualitiesoffood…2:WhileclassStep1:warmingupTeacherleadsstudentstogoover2dandthearticlefeature.Teacherleadsstudentstothinkaboutwhat’simportantintheneighborhood.Step2:Teacherleadsstudentsmakealistofimportantplacesintheneighborhood.Teachershowssomequalitiesofmovietheaterandleadsstudentstothinkofthequalitiesofotherplaces.Step3:Teachermakesaconversationwithoneofthestudents.Teacherleadsstudentstomakeasimilarconversationintwo.Step4:Teacherleadsstudentstounderlinethesuperlativesandletstudentstrytofindouttherulesofsuperlatives.Step5:Teachershowssomewordswithpositivedegreeandtheirsuperlatives.Teacherleadsstudentstolearndifferentformsofsuperlatives.Step6:Grammarfocus：Teacherleadsstudentstoreadgrammarfocusandunderlinethesuperlatives.Teacherleadsstudentstodividewordsintothreepartsandshowparativedegreeandsuperlativestogether.(er/est,more/most,irregular)Step7:Teacherleadsstudentstotalkaboutwhenweshouldusethepositivedegree,parativeandsuperlative.Teachershowssomesentencesandletstudentsmakesomesimilarsentences.Step8:Teachersleadsstudentsfinish3aandunderlinethekeywords.Teachersletsstudentsanswerquestionsonebyoneandexplainthereasons.Step9:Teachersorganizesstudentstotalkabouttheneighborhoodofourschool.Teachersletstudentsthinkofthreestoresthatsellsimilarthingsinourneighborhoodandfillinthechartandwritesixsentencesusingtheinformationinthechart.Teachercancheckstudents’sentenceswhilestudentsarewriting.Step10:Teachersleadsstudentsthinkofthreerestaurantsforlunchneartheirhomesandfillinthechart.Teacherletstudentswritesomethingtointroducewhichoneisthebestanddoareport.Collectfromtheinternetorgoouttoaskabouttherelevantinformation.Reviewtheframeofarticle.Thinkaboutwhat’simportantintheneighborhood.First,answerthequestions.Secondly,discusswithgroupmembersaboutqualitiesofotherplaces.Pairwork:Studentsmakeconversationsinpairstotalkaboutthequalitiesoftheimportantplacesintheneighborhood.Underlinethesuperlativesanddiscusswithgroupmembersabouttherules.Studentsreadallthesuperlativeswiththeteacher.Studentstrytheirbesttomakeaconclusionabouttherulesofsuperlatives.Studentsreadgrammarfocusandunderlinethesuperlatives.Studentsdividewordsintothreepartsandtakenotes.Studentsanswerteachers’questionsandmakesentences.Studentsunderlinethekeywordsandfinish3a.Studentsanswerquestionsonebyoneandexplainthereasons.Studentsdiscusswithgroupmembersabouttheneighborhoodofschool.Studentsparethestoresinservice,qualitiesandpricesandwritesixsentencesusingtheinformationinthechartwithsuperlatives.Studentsthinkofthreerestaurantsforlunchneartheirhomesandfillinthechart.Studentswritesomethingtointroducewhichoneisthebestwithsuperlativesanddoareport.通過(guò)收集餐館的信息，讓學(xué)生體會(huì)到學(xué)習(xí)與生活的交匯有無(wú)窮樂(lè)趣，為本課的最后任務(wù)做鋪墊。通過(guò)復(fù)習(xí)2d文章內(nèi)容，總結(jié)文章邏輯構(gòu)架，由原文內(nèi)容引導(dǎo)學(xué)生思考相關(guān)的問(wèn)題，引出下一步。通過(guò)對(duì)電影院品質(zhì)的總結(jié)，引導(dǎo)學(xué)生關(guān)注自己周邊的地點(diǎn)，討論并且列舉其相關(guān)品質(zhì)。在列舉各個(gè)地點(diǎn)的品質(zhì)之后，模仿2d的對(duì)話用最高級(jí)討論社區(qū)里的地點(diǎn)。通過(guò)對(duì)話里的最高級(jí)，讓學(xué)生大概的體會(huì)出最高級(jí)的規(guī)律，通過(guò)小組討論出個(gè)大概。通過(guò)直觀展示原級(jí)變換成最高級(jí)的規(guī)律，幫助學(xué)生更好的總結(jié)。利用grammarfocus讓學(xué)生勾畫最高級(jí)，然后系統(tǒng)的跟隨老師總結(jié)最高級(jí)的變化規(guī)則。（規(guī)則變化和不規(guī)則變化）老師帶領(lǐng)學(xué)生總結(jié)原型，比較級(jí)和最高級(jí)使用情景并造句，檢查學(xué)生的掌握情況。學(xué)生將總結(jié)的規(guī)律帶入進(jìn)去完成，勾畫最高級(jí)的關(guān)鍵詞，或者表語(yǔ)境的關(guān)鍵詞。學(xué)生眼光從課本上延伸到生活中，并按照表格更能梳理清楚比較點(diǎn)。學(xué)生利用學(xué)校附近商店的比較完成了句子，再利用家附近的餐館按照模板寫短文，按照表格梳理后學(xué)生會(huì)更具有邏輯。ⅤBlackboardworkUnit4What’sthebestmovietheater?…price…priceer/est:st:去y為iest:servicepriscedistanceQualitiesof…er/es